Abstract

English language education policies vary significantly across countries, reflecting their historical, cultural, and socio-economic contexts. In the Philippines, English is deeply embedded in the nation’s identity as an official language and a vital tool for global competitiveness. Meanwhile, Mali treats English as a foreign language, secondary to French, which dominates formal education and governance due to its colonial legacy. On the other hand, Japan regards English as a crucial foreign language to enhance international communication and economic engagement. This comparative analysis explores the status of English, the grade levels it is introduced, the skills emphasized, and time allocation in these three distinct settings, highlighting how each country addresses the challenges and opportunities of English language learning within their unique frameworks.

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